Management of Child Development Centers

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KEY BENEFITaddresses the importance of high-quality programs for young children and the support they provide to families. Managers of programs for young children must understand the value of family, as well as the relationships between family, program and community. KEY TOPICSPart 1 of the text provides an overview of the demographic and theoretical context within which child development programs operate. Part 2 focuses on the 13 core competencies: personal and professional self awareness; organizational, fiscal, and personnel management; human relations; facilities management; health and safety; food service; educational programming; family support; marketing and public relations; assessment and evaluation; leadership and advocacy. MARKETProviders of Early Childhood Education Administration courses.

Patricia Hearron teaches child development and early education at Appalachian State University where she has coordinated the Birth-Kindergarten teacher preparation program since 1994. Before coming to Appalachian, she worked with children and families in a variety of roles: as Child Life Specialist in a children’s health clinic; a teacher and director of full- and part-day programs; a state child care licensing agent; and as a consultant, conducting professional development workshops for teachers and caregivers in Michigan, North Carolina and Texas. In addition to Management of Child Development Programs, she is co-author (with Verna Hildebrand) of Guiding Young Children. She has published and presented on a wide variety of early childhood topics, including the importance of outdoor play, inclusion of children with disabilities in infant-toddler programs, the project approach, and aspects of the Reggio Emilia approach to early education and care.

Verna Hildebrand taught child development and early education in the College of Human Ecology at Michigan State University. She is internationally recognized as an expert in the field and has published several widely used textbooks, including an Introduction to Early Childhood Education; Parenting: Rewards and Responsibilities; and Knowing and Serving Diverse Families. In addition to Management of Child Development Programs, she is co-author (with Patricia Hearron) of Guiding Young Children.

PART I INTRODUCTION

CHAPTER 1 Managing Children's Centers in the 21st CenturyDefining Terms Stages of Professional Development Child Development Centers: A Support System for Families Population Trends: Getting the Big Picture in Focus Demand for Child Care Child Care and Poverty No Child Left Behind Core Competencies for Directors Conclusion

CHAPTER 2 Types of Child Development ProgramsFive Types of Child Development Programs Three Ways of Financing Child Development Programs Government Support for Child Care Collaboration: A Systems Approach Conclusion

CHAPTER 3 Applying Theories in Managing a Child Development CenterTheories from Multiple Areas of Knowledge Developmental Theory Types of Theories of Human Development Postmodern Critiques of Child Development Theory Management Theory Applying Management Theories Total Quality Management Ecological System Framework Equilibrium and Energy in the EcosystemApplying the Ecosystems Model Management Processes Conclusion

PART II CORE COMPETENCIES

CHAPTER 4 Reflective Management: Personal and Professional Self-Awareness Reflective Practice Knowing Yourself What Will Be Your Management Style? Psychological Type Leadership Styles Emotional Intelligence Stages of Personal and Professional Development Decision Making Time Management Conclusion

CHAPTER 5 Organizational ManagementWorking with the Systems Rights of Children and Families Business Concerns The Manager's Job: A Juggling Act The Planning Process The Policy Board The Advisory Board The Value of Planning Steps in the Planning Process Planning a Response to Change Policies, Procedures, and Rules Conclusion

CHAPTER 8 Human RelationsThe Importance of Human Relations The Manager's Role Employee Motivation Staff Meetings Group Dynamics The Staff's Professional Development Supporting Professional Development at All Stages The Manager's Relationships with Individual Staff Members Volunteers Conclusion

CHAPTER 12 Educational ProgrammingPreliminary Organization Regulations and Professional Standards Selecting a Curriculum Model or ApproachDevelopmental Principles Basic Guides to Program Development Manager's Responsibility for the Educational Program Scheduling Families' Role in the Educational ProgramPlanning Experiences for Children Conclusion

CHAPTER 13 Family SupportRelationships with FamiliesRegulations and Professional StandardsUnderstanding Family SystemsCultural Responsiveness Family-Friendly Practice Building Partnerships with Families When Conflicts Arise Families as Human Resources for the Center Community Resources to Support Families ConclusionCHAPTER 14 Marketing and Public RelationsMarketing: Attracting and Retaining Customers Increasing Customer Satisfaction Public Relations: Impacting Perceptions and Opinions The World Beyond Child Care "Double Duty" in Public Relations Countering Negative Publicity Conclusion

CHAPTER 15 Assessment and EvaluationTypes of Assessment Quality and AccountabilityStandards Accreditation THe Manager's Role Steps in the Managing and Controlling Process Who Evaluates? Monitoring Other Units Evaluation of Management When Evaluations Yield Negative Results Conclusion

CHAPTER 16 Leadership and AdvocacyWhat Is a Leader? Emotional Intelligence and Leadership Managing and Leading Differ Types of Leadership Honing Your Skills as an Advocate Leadership and Accreditation Other Possibilities Conclusion

Appendix A NAEYC Code of Ethical Conduct and Statement of CommitmentAppendix B Supplement for Administrators